RESUMEN
Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.
Asunto(s)
Competencia Clínica , Escolaridad , Estudiantes de Odontología/psicología , Educación en Odontología , Femenino , Humanos , Masculino , Factores Sexuales , PensamientoRESUMEN
Oral Medicine is primarily a nonsurgical dental discipline that includes management of (1) oral mucosal and salivary gland diseases; (2) temporomandibular disorders and orofacial pain; (3) oral complications of systemic disease; and (4) dental management of medically complex patients within its scope of practice. In the United States, the American Academy of Oral Medicine (AAOM) is the professional organization that primarily supports Oral Medicine education, research, and patient care. This document informs the knowledge, skills, and behaviors of beginning Oral Medicine graduates in the United States in three domains: Diagnosis and primarily nonsurgical management of oral mucosal and salivary gland disorders. Diagnosis and primarily nonsurgical management of temporomandibular, orofacial pain, and neurosensory disorders. Management of the medically complex patient. Each domain is subsequently expanded with major competencies and supporting competencies.
Asunto(s)
Competencia Clínica , Educación de Postgrado en Medicina , Medicina Oral/educación , Curriculum , Evaluación Educacional , Humanos , Estados UnidosRESUMEN
Competency documents are used in dental education as both an educational framework and an accreditation instrument. The aim of this study was to analyze the perceptions of graduating dental students at the University of British Columbia (UBC) regarding the importance of each competency statement, as well as to assess their confidence in their abilities associated with each statement. The instrument was based on the survey developed by Schönwetter et al. at the University of Manitoba using the Association of Canadian Faculties of Dentistry competency document. The current study surveyed UBC graduating students in the years 2008 through 2012. The response rates ranged from 66.7% to 95.9%, averaging 77.5% across all five years. The results showed that, overall, the students rated all the competencies as important, but they rated their confidence lower than the perceived importance. Correlation coefficients averaged a moderate correlation of 0.376 for all competency statements except the five with the greatest discrepancy between perceived importance and confidence. The competencies the students perceived as most important tended to be associated with tasks frequently performed during predoctoral dental education. The instrument used in this study can help other academic dental institutions identify patterns of students' perceived competency importance and confidence to inform allocation of teaching time and resources and adopt new methodologies to address identified areas of need.
Asunto(s)
Competencia Clínica , Educación Basada en Competencias , Educación en Odontología , Autoimagen , Autoeficacia , Estudiantes de Odontología/psicología , Actitud del Personal de Salud , Colombia Británica , Caries Dental/terapia , Prótesis Dental , Restauración Dental Permanente , Operatoria Dental/educación , Urgencias Médicas , Ética Odontológica , Traumatismos Faciales/terapia , Dolor Facial/terapia , Humanos , Control de Infección Dental , Consentimiento Informado , Boca/lesiones , Preparaciones Farmacéuticas Odontológicas/farmacología , Examen Físico , Administración de la Práctica Odontológica/organización & administración , Prostodoncia/educación , Radiografía DentalRESUMEN
The dental education literature identifies eleven benchmark reform agenda curriculum qualities. The purpose of this study was to determine the extent to which the University of British Columbia D.M.D. curriculum was perceived by students and faculty as achieving these benchmarks and to note any differences in perceptions within and between the student and faculty groups. A WebEval survey consisting of twenty-one questions was delivered online in November 2007 to faculty members and D.M.D. students. The response rate was similar (~60 percent) for both students and faculty members. Comparisons were made between faculty members and students as well as within each group. For the faculty, we looked at the influence of appointment, focus, and teaching experience. For students, we looked at the influence of the year in the program, gender, and program track. Some differences (p<0.05) were identified within the faculty and student groups; however, there were many more differences between the faculty and the students, especially in areas related to curriculum redesign, collaborations with other health professions, preparation for independent practice, and creating a trust-based clinic environment. Faculty members were more optimistic about curriculum progress than were students. Improved communication of curriculum goals and explicit efforts at creating a safe and supportive learning environment could diminish these differences over time.